Massive Open Online Courses Research Articles

Partnerships in health care: Delivering a just-in-time professional development intervention as an effective crisis response

Partnership between a government health department, a tertiary education provider and healthcare professionals is effective in providing professional development in response to a crisis in the form of just-in-time education. In 2020 and 2021, this type of partnership supported nurses and nurse educators in clinical settings when resources were stretched. The partnership fostered the provision of evidence-based practice. As a result of this partnership, nurse participants of a massive open online course demonstrated improved knowledge and confidence when caring for patients presenting with COVID-19.

Learning, Teaching, and Demonstration of Unique Chemistry for the Indonesian Generation at Sanggar Bimbingan Mulia, Kuala Lumpur Malaysia

As a form of concern for the issues faced by the descendants of Indonesian nationals in Malaysia, especially for the Human Resources, we provide the unique theoretical and practical chemistry mentorship for future capability. Sanggar Bimbingan Sungai Mulia 5 is an organization that offers educational services for Indonesian descendants whose citizenship status is still unclear due to administrative reasons. Based on the Chemistry Department UM and Sanggar Bimbingan Mulia cooperation, It is important to enhance the nation's intellectual capacity, especially in ensuring the success of the mandatory 9-year education program. This community service aims to combat illiteracy, in still character education, and prepare students for higher education. The expected outcomes of this program is a unique chemistry Massive Open Online Course (MOOC), a service article published, a service report, and a poster. Our program successfully developed the interest of children to love a simple chemistry experiment and improved for reading and learning through various MOOC, books, and educational materials.

Applying andragogy for integrating a MOOC into a formal online learning experience in computer engineering

In this paper, we present the results of a research experience of implementing andragogy in a learning environment designed to better meet the needs of adult learners studying part-time at a distance university. The learning environment was composed of a learning experience on a formal distance university online course that has been enriched with a non-formal component based on students' participation in a Massive Online Open Course (MOOC) related to the same topic. The non-formal experience was designed to consolidate the learning of specific content that involved difficult concepts and foster collaborative skills. The university online course is in the field of computer science and human-computer interaction. The instructional design, including the course assignments, has been guided by Knowles’ principles of andragogy. Results from the data analysis of five years of academic results and student satisfaction has helped to understand the learning experience from including a MOOC in adult distance formal learning.

On the Ethical Issues Posed by the Exploitation of Users’ Data in MOOC Platforms: Capturing Learners’ Perspectives

Due notably to the emergence of massive open online courses (MOOCs), stakeholders in online education have amassed extensive databases on learners throughout the past decade. Administrators of online course platforms, for instance, possess a broad spectrum of information about their users. This information spans from users’ areas of interest to their learning habits, all of which is deduced from diverse analytics. Such circumstances have sparked intense discussions over the ethical implications and potential risks that databases present. In this article, we delve into an analysis of a survey distributed across three MOOCs with the intention to gain a deeper understanding of learners’ viewpoints on the use of their data. We first explore the perception of features and mechanisms of recommendation systems. Subsequently, we examine the issue of data transmission to third parties, particularly potential recruiters interested in applicants’ performance records on course platforms. Our findings reveal that younger generations demonstrate less resistance towards the exploitation of their data.

Dementia and Nutrition: A Multidisciplinary Massive Open Online Course for Health Care Professionals, Students and Non‐Professionals

AbstractBackgroundMore than 55 million people worldwide have dementia. This number will increase in the future, causing strains on healthcare systems. In‐depth knowledge about dementia and its negative effects, such as nutritional problems, is necessary to pursue targeted prevention strategies and to provide adequate treatment and care. Therefore, the aim of the project was to develop a Massive Open Online Course (MOOC) on dementia and nutrition for the healthcare sector. Such MOOCs can reach many users and have proven effective for self‐directed continuous professional development.MethodsThe MOOC was developed for students and professionals in health care as well as for non‐professionals, like relatives of people with dementia, in German‐speaking countries as a joint project from 2021‐2022. Different disciplines (dietetics, nutritional scientists, nursing scientists, occupational therapists, speech and language therapists, nutritional geragogists, medical doctors, technological disciplines, social scientists) and institutions, like universities, developed the content of the MOOC based on design principles, international literature and expert knowledge. The online course was made available free of charge on the iMooX platform of the Technical University of Graz, Austria (https://imoox.at/mooc/).ResultsThe MOOC consists of 6 lessons which can be completed in a period of 6 weeks. The lessons include the following topics: (1) background information on dementia, like prevalence of dementia and costs; (2) risk factors for dementia, prevention and nutrition concepts; (3) impact of dementia on eating behaviors; (4) practical aspects of nutrition in dementia, like appetite stimulation; (5) activities of daily living & eating support; and (6) new technologies (e.g. robots, virtual reality) for prevention and support of eating problems. The content is delivered to the participants by means of videos and learning materials via various end devices. Each lesson ends with a quiz. Participants who answer at least 75% of the self‐assessment questions correctly receive a certificate.ConclusionThe MOOC was successfully launched on January 17, 2023 (https://imoox.at/course/demern) and has already had more than 200 participants in the first round. In the future, an English‐language version is planned in order to further increase the number of people that can profit from the MOOC.

Designing effective discussion forum in MOOCs: insights from learner perspectives

IntroductionThe study focuses on addressing the gap between the perspectives of learners and the designers of Massive Open Online Courses (MOOCs), with a particular emphasis on asynchronous discussion forums within these courses. The primary objective of this study is to bridge the gap in understanding between MOOC designers and learners regarding the organization and usability of discussion forums.MethodsIt aims to achieve this objective through a navigation experiment that investigates three main factors: (1) Classification of Discussion Forum Posts: This involves how discussion forum posts are categorized or organized. (2) Design of Different Discussion Forum Patterns: The study explores the effectiveness of various discussion forum design patterns. (3) Evaluation of Learners’ Perspective: It assesses the learners’ experiences and viewpoints regarding the discussion forums. The study identifies a gap in prior research, where the learner’s perspective has often been neglected when examining discussion forum organization and usability in MOOCs.ResultsThe results of the study indicate that the redesigned discussion forum was successful in reducing the time required by learners to navigate and explore the discussion forum. This suggests that improvements in interactive user interfaces, design elements, usability, and time efficiency can enhance the design of asynchronous discussion forums in MOOCs. The study offers recommendations and insights that MOOC designers can implement to create more effective and engaging discussion forums. These recommendations are based on the identified features and design elements that are crucial for learner satisfaction and interaction efficiency. Implementing the study’s findings by considering learner perspectives, MOOC designers can enhance the overall quality of the learning process. This includes making the learning environment more engaging for both learners and instructors.DiscussionThe study contributes to the field of online education by emphasizing the importance of learner perspectives and offering practical guidance on optimizing the design, usability, and time efficiency of discussion forums in MOOCs. In summary, this study seeks to improve the design of asynchronous discussion forums in MOOCs by focusing on the learners’ perspective, usability, and efficiency. It not only identifies key factors but also provides recommendations for MOOC designers to enhance the learning experience and engagement within these online courses.

Development, Feasibility, and Knowledge Impact of a Massive Open Online Course on Radiation Safety: A Multicentre Prospective Cohort Study

This study reports the development of an innovative, interactive Massive Open Online Course (MOOC) teaching radiation safety principles in the vascular workplace, using stepwise e-learning with multiple choice question tests (MCQs), educational videos, and a serious game. The aim was to study the MOOC impact on radiation safety knowledge and assess its feasibility and acceptability. An international multicentre prospective study included team members active in the hybrid operating room. The MOOC was offered voluntarily via a secure online learning platform. A standardised MCQ test (15 questions) assessed radiation safety knowledge pre- and post-course (range 0 - 100%). Acceptability and feasibility were tested via the previously validated, Evaluating e-learning system success (EESS) model, using five point Likert scales. In eight centres across four countries, 150 of 203 invited endovascular team members consented. Over a seven week study period, surgeons (28%, including vascular surgery trainees and consultants), nurses (27%, including scrub, circulating and anaesthetic nurses), anaesthetists (43%, including trainees and consultants), and radiographers (3%) participated. Of those, 67% completed the course. The average radiation knowledge improved by 22.8% (95% CI 19.5 - 26.0%; p < .001) after MOOC completion, from 48% to 71% (standard deviation [SD] 14 and 15% respectively), requiring a mean time investment of 169 minutes (SD 89 minutes). In centres with a radiographer, mean knowledge gain after MOOC completion was significantly smaller (14%, SD 19% vs. 24%, SD 16%, p= .036). The course was deemed feasible and acceptable according to the EESS model with a total mean score of 3.68/5. This newly developed, multimodal MOOC was deemed feasible and effective across multiple international centres. The MOOC significantly contributes to radiation safety education of the entire endovascular team, improving radiation safety knowledge. The course may optimise workplace radiation safety behaviour and therefore enhance team and patient safety.

Workforce training through massive open online courses: can education generate collective hope for better dementia care?

AbstractThe personal care workforce is generally poorly paid, often unregulated, minimally trained and unprepared for the challenges of working with people with dementia. When it comes to accredited healthcare degrees, established programs have little space to accommodate emerging health priorities, such as dementia, in an already crowded curriculum. This creates the perfect storm of a significantly unprepared healthcare workforce as we look towards an expected 139 million cases of dementia worldwide by 2050 (www.alzint.org).Could freely available, online, evidence‐based dementia care education be a solution, offering hope, knowledge and skills to carers across the globe? In 2013, the University of Tasmania launched an Understanding Dementia Massive Open Online Course (MOOC). Over 7 weeks participants increase their knowledge of dementia: its causes, symptoms and ways of responding to the needs of people living with the condition. This award‐winning MOOC has world‐leading completion rates, been rated amongst the top MOOCs of all time (Class Central), and reached over 330,000 people around the globe. As well as offering free MOOCS, there are low or no‐cost university level education options in a Diploma and Bachelor of Dementia Care. Targeted to the Australian Aged Care workforce, but open to any student, these fully online programs attract personal care workers, health professionals and family members of people living with dementia. Thousands of students have enrolled, primarily for professional and practice development reasons and to provide better care for family members or friends with dementia. These programs were created specifically for learners of all ages and from culturally and linguistically diverse backgrounds, and designed to facilitate success and progress. They are scalable and are being translated into a number of languages and cultures. With this approach, one click at a time, we offer hope through accessible education for those that need it most. In this sense, education is considered an intervention ‐ improving dementia care and awareness, decreasing stigma, and in driving a public health approach for dementia prevention.

Course Design Approaches and Behavioral Patterns in Massive Open Online Courses for Professional Learning

Despite their growing importance, differential, process-oriented research on Massive Open Online Courses (MOOCs) for professional learning is scarce. This paper explores learner behavior in Enterprise MOOCs using lag sequential analysis. Data from 13 MOOCs on business and technology-related topics with a total of N = 72,668 active learners were examined. Starting from consistent high-level behavioral patterns, a deeper analysis reveals variations in interaction sequences according to the underlying course design approach. Lecture-oriented, system interaction-oriented, and discussion-oriented courses share a set of common patterns but also differ in various interaction sequences. Results point towards an isolated role of video playbacks across all course clusters, consumerist patterns in lecture-oriented courses, and a positive influence of metacognitively oriented interactions on learning outcomes. Accordingly, initial design recommendations include integrating interactive instructional elements in videos, promoting learner engagement in lecture-oriented courses, and fostering metacognition. Connecting interaction and achievement data may uncover promising behavior patterns that can be further supported by course design. Based on the initial findings, implications for future research and development are discussed.

Transforming higher education: From Flipped lessons and MOOCs to lifelong learning for archaeologists

This paper explores the transformative impact of flipped learning and Massive Open Online Courses (MOOCs) on higher education, specifically in the field of medieval archaeology at the University of Padova. It delves into the implementation of these innovative approaches, their effects on student performance, and the valuable insights gained from student feedback. Additionally, it highlights the global reach of MOOCs created as a complement to these courses, including their multiple functions and implications also for lifelong learning. The findings suggest that blending online and traditional teaching can create a dynamic and inclusive educational experience that caters to the needs of traditional students, professional archaeologists who want to improve their skills and competencies and enthusiasts of archaeology.

Experience of using online educational courses in teaching students of technical universities

This article is devoted to the problem of rethinking the use of online educational courses (OEC) in teaching students of technical universities in social, humanitarian and a number of specialized disciplines. The positive and negative aspects of the introduction of online educational courses into the modern educational process are considered. The article offers three formats of online educational courses: Massive Open Online Courses (MOOC), Shared Online Educational Courses (SOEC), and University Online Educational Courses (UOEC), which could successfully improve the existing system of teaching students, both in Russia and in the Republic of Kazakhstan. Online educational courses (OEC) in this article are considered in a broad context and include the concepts of «electronic educational resources», «distance learning» and «online learning» in general. The authors also highlighted the positions approved by federal legislation regarding the introduction of online educational courses (OEC) in the environment of the university, offered their vision of the implementation of these documents. The authors made the following conclusions: on the one hand the use of online educational courses is a prerequisite for the successful existence of any educational organization in modern reality, on the other hand OECs (MOOCs, SEOCs, UOECs) implemented within the framework of the model of replacing part of full-time courses with exclusively distance format are not suitable for all students. The vast majority of students are still ready to study online educational courses under teachers’ supervision with the use of blended learning.

Perspectives of Students at Institutions of Higher Education Toward Open Distance Learning

Open and Distance Learning (ODL) is a way of learning remotely without being in regular face-to-face contact with an instructor in the classroom. Students learn the content using instructional materials that are uploaded on online platforms. Despite the convenience of the learning method, there is a need to assess students' awareness and intention to use these platforms. This paper evaluates whether perceived usefulness (PU), perceived ease of use (PEU), and perceived self-efficacy (PSE) can influence students enrolled at an institution of higher education (IHE) to choose open distance learning (ODL). The Technology Acceptance Model (TAM) has been identified to support the research framework of this study. A research framework was proposed and three hypotheses were developed. Data were obtained from 125 respondents enrolled in the ODL Program using convenient sampling. Data were analyzed using the SPSS statistical program on descriptive statistics, factor analysis, and regression. The results revealed that PU and PSE have direct relationships with the behavioral intention to choose ODL. Therefore, PU and PSE influenced the students to choose ODL. Meanwhile, PEU has no direct relationship with behavioral intention to choose ODL. Therefore, PEU cannot attract the interest and attention to influence the students to use ODL. The study helped uncover a significant understanding of students’ acceptance of ODL for IHEs to develop further ODL programs related to Islamic Finance and Banking courses under Massive Open Online Courses (MOOC). Also, ODL provides opportunities for interactions and communications between students and lecturers through information and communication technology (ICT) and multimedia. This study provides further empirical support that behavioral intention is able to be influenced to choose ODL.

Design and evaluation of a revised ARCS motivational model for online classes in higher education

In recent years, online MOOCs (Massive Open Online Courses) have been quite popular among universities which helps learners to enhance their competency skills apart from learning the regular college/university curriculum. Although distance education and online learning have been adopted gradually recently, it has become the 'New Normal.' In this situation of uncertainty, facilitators must keep themselves updated with the various teaching/learning strategies and encourage learners to get accustomed to the online classroom environment. Furthermore, assisting the learners with active engagement in the classes is essential. Hence, to create an instigated environment for assessing the competency level and addressing the motivational behaviour of the learners in the online courses, a modified version of the "ARCS" (Attention, Relevance, Confidence, and Satisfaction) model is used in this research work. The core objective of this model is to apply a modified motivational model, namely "ARCS-PC," where PC represents Professional Competency. Professional competency includes Critical Thinking skills, Digital literacy, Creative Thinking, Problem-solving, and Time Management. The incorporation of digital quizzes, assignments, and interactive activities using Information and Communication Technology (ICT) tools was done in the ARCS-PC Model. The online classroom lectures and activities were conducted using the Microsoft Teams (MS Teams) educational platform. Linear regression is performed to analyze the modified ARCS-PC model. These technology-enabled online classes and ICT tools have helped teach lifelong learning, collaborative learning, a student-centric approach, and better competency skills to effectively engage students in online courses. In our proposed method, an improvement of 11.21 % was observed in the student's performance compared to a maximum of 8.8 % in the existing traditional models. Detailed analysis and quantification of the proposed method are given in the paper.

Differences in Profile and Personal Learning of Massive Open Online Courses (MOOCs) Participants in Utilizing Open Educational Resources (OER) and Parenting Programs

Massive Open Online Courses (MOOCs) at the Indonesian Open University are independent learning tools that provide the opportunity to introduce the University to the wider community by providing quality knowledge for free. This research aims to describe the Indonesian Open University's efforts to provide solutions to limited access and quality of education by providing various free courses to the wider community through MOOCs which are open and can be attended by an unlimited number of participants. This survey study uses a modified Self-Regulated Learning (SRL) questionnaire, adapted to the profile of the community as participants and the characteristics of the Open University (UT') MOOCs program. In 2023, UT offers 23 MOOC titles, but this research limited it to only two MOOCs, Open Educational Resources (OER) with 56 participants and Parenting with 73 participants (129 teachers and parents of early childhood). This research revealed two MOOCs in real life which were analyzed using the Mann-Whitney U test to see whether there were differences in the answers between respondents who took part in the OER MOOCS and the answers of respondents who took part in the MOOCS parenting program. Apart from that, UT's MOOCs currently still use Indonesian considering that currently they are specifically for Indonesian people. UT MOOCs were developed using an open-source platform (Moodle) considering that previously lecturers and tutors had used similar platforms for their formal courses.&#x0D; Keywords: self-directed learning, Massive Open Online Courses, parenting program, early childhood&#x0D;

Areas and dimensions of universities response to COVID-19: Diversity, trends, and evidence from the University Social Responsibility Network

The University Social Responsibility Network (USRN) promotes civic engagement in higher education and awareness of the nature of University Social Responsibility (USR), how it functions, and what it means depending on its context. In 2019 the USRN started a collaborative Massive Open Online Course (MOOC) called Introduction to University Social Responsibility. The outbreak of COVID-19 affected the production of the course, however this also led to the addition of a Special Session on Universities’ Response to the MOOC showing how members addressed the challenges of the pandemic. Based on the experiences from 13 universities and the USRN, this article portrays flagship responses of how universities in the network tackled some of the challenges presented by the pandemic in range of academic and non-academic initiatives categorized as University Social Responsibility (USR) Areas of Engagement, namely research, education, advisory role, outreach, information management, provision of support, institutional reforms, and extended services. The article discusses broader questions referring to how COVID-19 impacted the understanding of what USR is; therefore, looking into both policy and theoretical implications of how the concept of USR and universities responses can be understood and applied in different contexts and universities.&#x0D; Received: 31 January 2022Accepted: 30 August 2023

DEVELOPMENT OF CONCEPTUAL MODEL- EFFECTIVE TEACHING QUALITY OF ACADEMICIANS TOWARDS MOOCS IN HIGHER EDUCATION IN PAKISTAN

Introduction - IT experts and academicians adopted e-learning to expedite quality education. quality education has a necessity; therefore, higher education is getting a good job to partner with Massive Open Online Courses (MOOCs). MOOC is the virtual learning platform to reform education by adopting information and communication technology infrastructure that aimed to increase the opportunities for quality education. MOOCs can be used by skilled and professional academicians who deliver their knowledge and expertise for acquiring learners’ ability to read, write, technical skills, and critical thinking through digital transformation. Academicians who are teaching in MOOCs should have good skills in digital literacy, online pedagogy, and willingness to accept MOOCs initiatives in HEIs in Pakistan. Purpose/Problem - This research aims to examine the impact of the teaching quality of academicians towards the teaching quality design of MOOCs in higher education institutions, and also determine their behavioral intention towards the acceptance of MOOCs initiatives. This research study is focused on MOOCs platform usage and acceptance in the province of Sindh, Pakistan. Methodology – Unified Theory of Acceptance and Use of Technology (UTAUT) model will be utilized to examine the hypothesis that influences academician intention towards accepting MOOCs. This study will be used a mixed-method approach to gather information. The Quantitative approach will be used to obtain the data collection for identifying the effects of independent and moderating variables on the dependent variable. SPSS and PLS-SEM 3 statistical tools will be used for data interpretation and analysis. The qualitative semi-structured approach will be used to gather more information about the area of the research survey by conducting interviews with MOOC administrators/developers, explanatory-sequencing approach should be used for more confirmation to validate and reliable the survey data collected. NVivo 12 will be used to analyze the unstructured text, audio, and video data; for interviews, focus groups, and journal articles. Outcome – In this research, MOOC platform has been intended to study and identify the effect of teaching quality of academicians towards MOOCs and their acceptance. The application of HEIs and MOOCs will prove to be the most promising integration for quality education in the year to come under one umbrella. Therefore, a unified MOOC can be recommended in the reflection of research investigations for successfully implementing MOOCs in Pakistan's higher education institutions.

THE STAGES OF DIGITALIZATION OF LANGUAGE EDUCATION IN THE XX-XXI CC

The article is aimed at the analysis and classification of the main stages of digitalization of language education in the world. The use of computer technology in teaching foreign languages began more than 80 years ago. Until recently, this topic was the subject of discussion of a rather narrow circle of specialists, but with the onset of the digital era and the rapid development of mobile and cloud technologies, artificial intelligence, more and more foreign language teachers in our country and abroad are introducing open educational resources into the educational process and applications, design distance courses and massive open online courses for teaching foreign languages. At the moment, there is an urgent need to analyze the stages of implementing computer technologies in teaching foreign languages and to identify some methodological features of the organization of the educational process supported by ICT, namely: the dominant method of learning, some didactic potential of the latest technologies, the role of the student and teacher, etc. Five main stages of the digitalization of language education were identified, which were named in accordance with the dominant teaching method: behavioral, audial, integrative, social-communicative, task-based communicative. The article also discusses the types of learning that have appeared due to digital technologies, such as mobile, social learning, learning based on augmented and virtual reality technologies — immersive learning. Particular attention is paid to the opportunities provided by artificial intelligence — deep learning, chat-bot learning, robotic learning of foreign languages.

Question Dosage in MOOCs

Video lectures in online courses often use pop-up questions or quizzes to enhance learners’ engagement and their learning outcomes. However, there is limited research about how frequently pop-up questions should be asked, considering how this design decision may impact learners’ self-regulation and motivation to learn, as well as their perceptions of confidence and challenge associated with the learning content. This study aims to answer the above questions while considering learners’ final learning outcomes in a massive open online course (MOOC). In this study, learners were divided into high and low frequency groups. The high frequency group were given a question almost every 2 minutes whereas the low frequency group were given a question only once at the end of the video. No significant differences on any of the above factors were found between the two groups. Educators may take these results into account when designing MOOCs in the future. MOOCs are costly and time-consuming to create, and this experiment suggests that using resources on this level of detail may not be necessary.

Modeling intrinsic factors of inclusive engagement in citizen science: Insights from the participants' survey analysis of CSI-COP.

Inclusive citizen science, an emerging field, has seen extensive research. Prior studies primarily concentrated on creating theoretical models and practical strategies for diversifying citizen science (CS) projects. These studies relied on ethical frameworks or post-project empirical observations. Few examined active participants' socio-demographic and behavioral data. Notably, none, to our knowledge, explored prospective citizen scientists' traits as intrinsic factors to enhance diversity and engagement in CS. This paper presents a new inclusive CS engagement model based on quantitative analysis of surveys administered to 540 participants of the dedicated free informal education MOOC (Massive Open Online Course) 'Your Right to Privacy Online' from eight countries in the EU funded project, CSI-COP (Citizen Scientists Investigating Cookies and App GDPR compliance). The surveys were filled out just after completing the training stage and before joining the project as active CSs. Out of the 540 participants who completed the surveys analyzed in this study, only 170 (32%) individuals actively participated as CSs in the project. Therefore, the study attempted to understand what characterizes these participants compared to those who decided to refrain from joining the project after the training stage. The study employed descriptive analysis and advanced statistical tests to explore the correlations among different research variables. The findings revealed several important relationships and predictors for becoming a citizen scientist based on the surveys analysis, such as age, gender, culture, education, Internet accessibility and apps usage, as well as the satisfaction with the MOOC, the mode of training and initial intentions for becoming a CS. These findings lead to the development of the empirical model for inclusive engagement in CS and enhance the understanding of the internal factors that influence individuals' intention and actual participation as CSs. The devised model offers valuable insights and key implications for future CS initiatives. It emphasizes the necessity of targeted recruitment strategies, focusing on underrepresented groups and overcoming accessibility barriers. Positive learning experiences, especially through MOOCs, are crucial; enhancing training programs and making educational materials accessible and culturally diverse can boost participant motivation. Acknowledging varying technological proficiency and providing necessary resources enhances active engagement. Addressing the intention-engagement gap is vital; understanding underlying factors and creating supportive environments can transform intentions into active involvement. Embracing cultural diversity through language-specific strategies ensures an inclusive environment for effective contributions.

Building a model for transmedia learning

This paper presents insights from an ongoing doctoral research project into developing a model for transmedia learning for work integrated learning in higher education. Transmedia learning is defined as a way to learn across different platforms, developing the students’ holistic understanding of the topic through collaborative learning, but also developing their own transmedia skills as a part of the process. In this way learning is a social process even though students may not be in a face-to-face classroom environment, as is the case with work integrated learning. The research focuses on developing a model for student learning that is based on co-creation and collaboration, across a range of learning platforms. The study specifically investigates learning across learning management systems, some social media platforms, and the use of Massive Open Online Courses. Five key areas are identified for transmedia learning including informal learning, participatory culture, transmedia play, transmedia skills, and connectedness. This paper offers understanding of the research approach and highlights areas of study currently being researched.